References

Austin, John. 1962. How to do things with words. Oxford: Oxford University press.Search in Google Scholar

Barwell, Richard. 2003. Patterns of attention in the interaction of a primary school mathematics student with English as an additional language. Educational Studies in Mathematics 53. 35–59.10.1023/A:1024659518797Search in Google Scholar

Benson, Malcolm. 1989. The Academic Listening Task: A Case Study. TESOL Quarterly 23(3). 421–445.10.2307/3586919Search in Google Scholar

Bernstein, Basil. 1996. Pedagogy, symbolic control and identity. London: Taylor and Francis.Search in Google Scholar

Brooks, Ryan C. 2014. Exploring the effects of school context on educational outcomes: How do segregation and sector affect educational inequality in elementary school? Ohio: The Ohio State University 2014 (unpublished PhD dissertation), available at https://etd.ohiolink.edu/!etd.send_file?accession=osul388419127&disposition=inlineSearch in Google Scholar

Brown, Roger & Albert Gilman. 1960. The pronouns of Power and Solidarity. In Thomas A. Sebeok (ed.), Style in language, 253–276. Cambridge, Mass.: MIT Press.Search in Google Scholar

Bruner, Jerome S. 1960. The process of education. Cambridge, Mass.: Harvard University Press.Search in Google Scholar

Burbules, Nicholas C. 1993. Dialogue in teaching: Theory and practice. New York: Teacher's College Press.Search in Google Scholar

Castellà Lidon, Josep M., Savlador Comelles Garcia, Anna Cros Alavedra & Montserrat Vilà i Santasusana. 2007. Entender(se) en clase: Las estrategias comunicativas de los docentes bien valorados. Barcelona: Grao.Search in Google Scholar

Flowerdew, John. 2002. Academic discourse. London: Longman.Search in Google Scholar

Flowerdew, John & Lindsay Miller. 1995. On the notion of culture in L2 lectures. TESOL Quarterly 29. 345–373.10.2307/3587628Search in Google Scholar

Fortanet-Gómez, Inmaculada& Begoña Bellés-Fortuño, B. 2005. Spoken academic discourse: An approach to research on lectures. Revista Española de Lingüística Aplicada 1. 161–178.Search in Google Scholar

Gee, James Paul. 1999. An introduction to discourse analysis. London and New York: Routledge.Search in Google Scholar

Hyland, Ken 2005. Metadiscourse: Exploring interaction in writing. London and New York: Continuum.Search in Google Scholar

Järvela, Sanna, Hanna Järvenoja & Marjaana Veerman. 2008. Understanding the dynamics of motivation in socially shared learning. International Journal of Educational Research 47. 122–135.10.1016/j.ijer.2007.11.012Search in Google Scholar

Kerans, Mary Ellen. 2001. Simulating the give-and-take of academic lectures. TESOL Journal 10(2–3). 13–17.Search in Google Scholar

Kasper, Gabriele & Kenneth R. Rose. 2002. Pragmatic development in a second language. Oxford: Wiley Blackwell.Search in Google Scholar

Korpershoek, Hanke, Truus Harms, Hester de Boer, Mechteld van Kuijk & Simone Doolaard. 2016. A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes. Review of Educational Research 86(3). 643–680.10.3102/0034654315626799Search in Google Scholar

Laurillard, Diana M. 1993. Rethinking university teaching: A framework for the effective use of educational technology. Routledge: London.Search in Google Scholar

Lazo, Rosa Maria & Monique Zachary. 2008. La enseñanza de la traduction centrada en el estudiante. Onomázein 17. 173–181.10.7764/onomazein.17.06Search in Google Scholar

Lee, Jodeph. 2009. Size matters: an exploratory comparison of small- and large-class university lecture introductions. English for Specific Purposes 28. 42–57.10.1016/j.esp.2008.11.001Search in Google Scholar

Louw, Bill & Carmela Chateau. 2010. Semantic prosody for the 21st century: Are prosodies smoothed in academic contexts? A contextual prosodic theoretical perspective. Proceedings of JADT 2010: 10th International Conference on Statistical Analysis of Textual Data, 755–764.Search in Google Scholar

Markee, Numa. 2015. The handbook of classroom discourse and interaction. Oxford: Wiley Blackwell.10.1002/9781118531242Search in Google Scholar

Mirzaei, Azizollah, Ali Roohani & Maryam Esmaeili. 2012. Exploring pragmalinguistic and sociopragmatic variability in speech act production of L2 learners and native speakers. The Journal of Teaching Language Skills (JTLS) 4(3). 79–102.Search in Google Scholar

Neira, Hernán. 2004. Educación universitaria en Chile: Una visión panorámica una visión panorámica centrada en los alumnos. Revista de Estudios Pedagógicos 30. 123–133.10.4067/S0718-07052004000100008Search in Google Scholar

Northedge, Andrew. 2003. Enabling participation in academic discourse. Teaching in Higher Education 8(2). 169–180.10.1080/1356251032000052429Search in Google Scholar

Ogle, Donna. 2001. Celebrating teachers and teaching. Reading Today 19(1). 8.Search in Google Scholar

Parodi, Giovanni. 2007. Lingüística de Corpus: Puntos de mira. In Giovanni Parodi (ed.), Lingüística de corpus y discursos especializados: Puntos de mira, 13–31. Valparaíso: Ediciones Universitarias de Valparaíso.Search in Google Scholar

Parodi, Giovanni, Romualdo Ibáñez & René Venegas. 2010. Discourse genres in the PUCV-2006 Academic and Professional Corpus of Spanish". In Giovanni Parodi (ed.), Academic and professional discourse genres in Spanish, 37–63. Amsterdam and Philadelphia: John Benjamins.10.1075/scl.40.07parSearch in Google Scholar

Pekrun, Reinhard, Stephanie Lichtenfeld, Herbert W. Marsh, Kou Murayama & Thomas Goetz. 2017. Achievement emotions and academic performance: longitudinal models of reciprocal effects. Child Development 88(5). 1653–1670.10.1111/cdev.12704Search in Google Scholar

Pitzer, Jennifer & Ellen Skinner. 2017. Predictors of changes in students' motivational resilience over the school year. International journal of Behavioral Development 41(1). 15–29.10.1177/0165025416642051Search in Google Scholar

Rowley-Jolivet, Elizabeth & Shirley Carter-Thomas. 2005. The rhetoric of conference presentation introductions: context, argument and interaction. International Journal of Applied Linguistics 15. 45–70.10.1111/j.1473-4192.2005.00080.xSearch in Google Scholar

Scott, Mike R. 2008. WordSmith Tools (Version 5.0). Liverpool: Lexical Analysis Software.Search in Google Scholar

Sinclair, John M. & Malcolm Coulthard. 1975. Towards an analysis of discourse. Oxford: Oxford University Press.Search in Google Scholar

Sousa, Alcina M. P. 2009. Promoting intercultural competence: Modality – the other side of the mirror. JoLIE - The Journal of Linguistic and Intercultural Education 2. 153–178.10.29302/jolie.2009.2.1.10Search in Google Scholar

Sousa, Alcina M. P. 2014. "You must, pardon, you should" – Being polite across cultures. Russian Journal of Linguistics 4. 44–59.Search in Google Scholar

Swales, John. 1990. Genre analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press.Search in Google Scholar

Thompson, Susan. 1994. Frameworks and contexts: A genre-based approach to analysing lectura introductions. English for Specific Purposes 13(2). 171–186.10.1016/0889-4906(94)90014-0Search in Google Scholar

Turner, John C., Penelope J. Oakes, S. Alexander Haslam & Craig McGarty. 1994. Self and collective: cognition and social context. Personality and Social Psychology Bulletin 20(5). 454–463.10.1177/0146167294205002Search in Google Scholar

Widdowson, Henry G. 1990. Aspects of language teaching. Oxford: Oxford University Press.Search in Google Scholar

Van Lier, Leo. 2014. Interaction in the language curriculum. Awareness, autonomy and authenticity. London and New York: Routledge.10.4324/9781315843223Search in Google Scholar

Vygotsky, Lev S. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Search in Google Scholar

Yeo, Jiin-Yih & Su-Hie Ting. 2014. Personal pronouns for student engagement in arts and science lectura introductions. English for Specific Purposes 24. 26–37.10.1016/j.esp.2013.11.001Search in Google Scholar